scholarly journals A Toolkit for the Investigation of Greek EFL Teachers’ Assessment Literacy

Languages ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 188
Author(s):  
Eirini Gkogkou ◽  
Ifigenia Kofou
Keyword(s):  
Alternative Assessment ◽  
Assessment Methods ◽  
Assessment Literacy ◽  
Educational Context ◽  
Training Material ◽  
Authentic Tasks ◽  
Efl Teachers ◽  
Assessment Techniques ◽  
Testing Techniques

The role of assessment in a learner-centred environment is considered to be significant for both learners and teachers. Most of the time, however, it is used in traditional ways and ignores learners’ individual needs. Based on the results of a survey conducted in 2019, in which a questionnaire was administered to a hundred and twenty EFL teachers, the present study aims to investigate Greek EFL teachers’ responses to communicative testing techniques and their awareness of assessment methods and principles. The aforementioned survey revealed that the majority of EFL teachers in the Greek educational context use traditional tests to assess their students and, although they are aware of alternative assessment methods and the benefits they offer, they fail to employ them. Thus, a 106-item tool was created in order to help teachers design, develop, and critically evaluate tests, as well as reflect on their assessment techniques to promote the use of alternative assessment and supplement the teachers’ theoretical knowledge and experience. Ninety-three EFL teachers evaluated themselves and rated their practices through the toolkit to find out the type of assessors that they are. The findings revealed that a lot of the participants are aware of the key principles of assessment and try to assess the four skills in a communicative and authentic way to a great extent, but most of them are mainstream assessors. The findings can be used to help design samples of authentic tasks for all skills and assessment-related teacher training material.

Alternative Assessment Techniques

1988 ◽  
Vol 23 (5) ◽  
pp. 503-507 ◽  
Author(s):  
Barbara Lowenthal
Keyword(s):  
Alternative Assessment ◽  
Dual Role ◽  
Special Educator ◽  
Assessment Techniques

The ability to use alternative assessment techniques makes it possible for the special educator to assume the dual role of teacher/examiner.

scholarly journals A phenomenographic study on language assessment literacy: hearing from Iranian university teachers

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Afsheen Rezai ◽  
Gudarz Alibakhshi ◽  
Sajjad Farokhipour ◽  
Mowla Miri
Keyword(s):  
Alternative Assessment ◽  
Language Assessment ◽  
Assessment Methods ◽  
Acceptable Level ◽  
Assessment Literacy ◽  
Structured Interviews ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
University Teachers ◽  
Traditional Assessment

AbstractThis study aims to disclose the Iranian university teachers’ perceptions of the fundamentals of language assessment literacy (LAL). To this aim, using purposive sampling, eighteen university teachers from two Iranian universities were invited to participate in semi-structured interviews. Their viewpoints were audio-recorded, transcribed, and subjected to a phenomenographic analysis. Findings yielded two overarching LAL domains: knowledge (e.g., having an acceptable level of digital LAL, satisfying ethical requirements, benefiting more from performance assessment, considering students’ individual differences, making assessment valid, assuring that tests are reliable, and having an acceptable level of pedagogical content knowledge) and skills (e.g., involving students in assessment, using alternative assessment methods, employing logically traditional assessment methods, informing students about test results, administering tests in standardized ways, using valid grading procedures, and bringing positive wash-back effects). After discussing the results, the study concludes with proposing a range of implications for different testing stakeholders and highlighting some avenues for further research.

Current Methods of Assessing Substance Use: A Review of Strengths, Problems, and Developments

2001 ◽  
Vol 31 (4) ◽  
pp. 809-832 ◽  
Author(s):  
Linda Richter ◽  
Patrick B. Johnson
Keyword(s):  
Substance Use ◽  
Alternative Assessment ◽  
Measurement Techniques ◽  
Self Report ◽  
Computer Assisted ◽  
Self Administration ◽  
Advantages And Disadvantages ◽  
Measurement Tools ◽  
Assessment Techniques ◽  
Testing Techniques

This article discusses various means of assessing and measuring substance use behaviors and describes the relative advantages and disadvantages of each of the measurement tools. Self-report instruments are the most convenient and widely used forms of substance use assessment. Self-report measures can be obtained through various modes of administration, including self-administration via paper-and-pencil questionnaires, computer assisted self-interviews or interactive voice recording, and through personal (interviewer-administered) interviews. The advantages and disadvantages of each of these modes of administration are discussed. Alternative assessment techniques, such as biological measurements, are also frequently used to measure substance use or to validate self-report measures of substance use. This article reviews the various available methods for validating self-report measures, highlighting self-report and biological testing techniques currently in use. It concludes by suggesting future avenues of research for improving upon current substance use measurement techniques.

scholarly journals Formative Assessment and Self-Regulated Learning during Pandemic Era

2021 ◽  
Vol 9 (2) ◽  
pp. 72
Author(s):  
Ai Fatmawati ◽  
Pupung Purnawarman ◽  
Didi Sukyadi
Keyword(s):  
Online Learning ◽  
Formative Assessment ◽  
Self Regulation ◽  
Immediate Feedback ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Efl Teachers ◽  
Regulated Learning ◽  
Assessment Techniques

During online learning in Covid-19 outbreak, self-regulation is needed more due to the different learning situation and distance between student and teacher. One of the ways to support student self-regulated learning in EFL classes is through the implementation of formative assessment. The aim of this study is to find out the formative assessment that EFL teachers use in online learning and how they perceive the role of formative assessment in supporting students’ self-regulated learning. To get the data, questionnaire adapted from Gan et al. (2019); Pat-El et al. (2013) was utilized. Interviews also were conducted to get deeper understanding about the findings obtained through questionnaire. The findings revealed that during online learning, EFL teachers used a variety of formative assessment techniques, using online platforms that were easy to use. They agreed that students need to have self-regulated learning skills during online learning. However, some of them did not know for sure that the formative assessment they conducted could enhance students’ self-regulated learning since only some students submitted their work. Further research can be done to find out strategies to implement formative assessment using technologies or tools utilized in online learning where the students can get immediate feedback and use it to help them improve their learning.

scholarly journals EFL Teachers' Apprehension and L2 Students' Classroom Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiaodong Li
Keyword(s):  
Communication Apprehension ◽  
Educational Context ◽  
Classroom Engagement ◽  
It Impacts ◽  
Efl Teachers

Teachers' apprehension is an indispensable part of the educational context since it impacts the amount to which students are engaged in class activities. Although several studies have been carried out considering the role of students' stress in their engagement, it seems extremely vital to conduct such studies among teachers to measure the link between these two variables. In this study, the author has made endeavors to define one of the apprehension's categories named communication apprehension and the antecedents of teachers' apprehension. Then classroom engagement is discussed. Following that, the relevance between the two variables of this research is discussed. Finally, both implications and suggestions for further studies are dealt with.

scholarly journals EFL Teachers’ Perceptions of Classroom Writing Assessment at High Schools in Central Vietnam

2021 ◽  
Vol 11 (10) ◽  
pp. 1187-1196
Author(s):  
Thuy Ho Hoang Nguyen ◽  
Anh Thi Truong
Keyword(s):  
High Schools ◽  
Formative Assessment ◽  
Writing Assessment ◽  
Alternative Assessment ◽  
Summative Assessment ◽  
Assessment Methods ◽  
Online Questionnaire ◽  
Teachers Perceptions ◽  
Central Vietnam ◽  
Efl Teachers

This study aimed to explore EFL teachers’ perceptions of classroom writing assessment at high schools in Central Vietnam. The constructs of teachers’ perceptions under survey included the purposes and procedures employed in classroom writing assessment. Data was collected from an online questionnaire delivered to 60 EFL teachers from different high schools in Central Vietnam, followed by individual in-depth interviews with 10 participants selected from the surveyed teachers. Empirical data generally disclosed the teachers’ positive perceptions of the investigated aspects and highlighted both compromise and conflict in teachers’ perceptions. The study revealed that formative assessment purposes were associated with the essence of those in summative assessment. Specifically, while formative assessment purposes such as modifying and improving teaching and learning were perceived as important, the teachers also confirmed the necessity of summative assessment purposes of scoring students’ writings and ranking students as part of teachers’ responsibilities. The study also indicated the teachers’ preference for different procedures including setting and informing criteria to students, using diverse assessment methods, and giving diagnostic feedback on student writing. Nonetheless, while the teachers did not highly value writing tests and aimed for the use of various assessment methods, they seemed to have minimal knowledge of alternative assessment, which might adversely affect their intention of diversifying their writing assessment practice. The findings imply the dominance of testing culture and also shed light on the essential role of teacher professional development, particularly in assessment, for effective implementation of classroom writing assessment.

Philosophical and Pedagogical Views of Yu. F. Samarin

2019 ◽  
Vol 54 ◽  
pp. 209-218
Author(s):  
Lev E. Shaposhnikov
Keyword(s):  
National Identity ◽  
Social Development ◽  
Educational Policy ◽  
Critical Evaluation ◽  
Educational Process ◽  
Educational Context ◽  
The Government ◽  
Role Of Religion

The paper analyses the evolution of Yu. Samarin’s ideas from rationalism to “holistic knowledge”. Special attention is paid to the philosopher’s conceptualization of the key role of religion for a nation. The author also examines the scholar’s position concerning the promotion of patriotism as an important impetus for social development. Emphasis is made on analyzing the interaction of universal and national aspects in the educational process, as well as on the value of national identity in the field of humanities. The article also presents Yu. Samarin’s critical evaluation of the government educational policy and his suggestions on increasing its effectiveness. The author notes the relevance of Yu. Samarin’s views for the contemporary philosophical and educational context.

A Comparison of Disease Assessment Methods for Southern Stem Rot of Peanut

2002 ◽  
Vol 29 (1) ◽  
pp. 66-71 ◽  
Author(s):  
S. L. Rideout ◽  
T. B. Brenneman ◽  
K. L. Stevenson
Keyword(s):  
Alternative Assessment ◽  
Disease Incidence ◽  
Sclerotium Rolfsii ◽  
Correlation Coefficients ◽  
Assessment Method ◽  
Assessment Methods ◽  
Alternative Methods ◽  
Stem Rot ◽  
Disease Assessment ◽  
Time Required

Abstract Southern stem rot (caused by the soilborne fungus Sclerotium rolfsii Sacc.) of peanut (Arachis hypogaea L.) traditionally has been assessed based on the percentage of infected 30.5-cm row segments, commonly referred to as disease incidence. Several alternative disease assessment methods were evaluated in four fungicide trials during the growing season (aboveground ratings) and immediately after peanut inversion (belowground ratings). Pearson's correlation coefficients compared disease assessments and yields for all trials. Across all disease assessment methods, belowground assessments at inversion showed a stronger correlation with yield than in-season aboveground assessments. Several of the alternative assessment methods showed a stronger negative correlation with yield than did the traditional disease incidence rating. However, none of the alternative methods were consistently more precise across all assessment dates and trials. There was a significant positive correlation between many of the alternative methods and the traditional disease incidence method. Furthermore, none of the alternative methods was better than the traditional method for detecting differences among fungicide treatments when subjected to ANOVA and subsequent Waller-Duncan mean separation tests (k-ratio = 100). Based on comparisons of the time required to assess disease intensity, the traditional disease assessment method was found to be the most time efficient method of those tested in this study.

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